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新版-牛津上海版六年级上册Unit 1 Growing up精品教学设计
展开Unite-based Teaching design
小学英语单元备课共享资源
Title: Book11 Module 1 Unit1 Growing up
一、单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务 | 1.设计询问对方的年龄的对话，让学生学习掌握本单元的重点句型How old was she/he ? She/he...years old.. 2.学生准备一张过去的照片，在课堂上描述照片，使用过去式的句型，例如：She/he was two years old, she /he was cute and …让学生熟练的去运用起来，在真实的语境中运用所学语言，完成会用英文自我介绍的任务。 3.通过情景对话，帮助学生进一步巩固并运用本单元的核心词汇和句型，提高学生学习英语的兴趣。 |
知识与技能 | 1.通过引导学生介绍自己或家人在不同的成长阶段的外貌特征。 2.学生能够使用 He/she was..His/Her..was等句型的用法，能在情景对话和视听熏陶中理解并且运用他们。 3在教与学的过程中，让学生在感受，体验，实践，参与和合作的过程中，培养他们学习英语的积极情感，逐步提高他们学习英语的兴趣和能力。 |
文化与情感 | 1.学习用英语来说明介绍某个事物图片，提升学生运用英语的能力和口头表达能力。 2.通过学生使用英语，形成小组合作，使他们在语言体验的氛围中形成积极的情感，团队意识和责任感。 3.引导学生在自我介绍和认识他人的过程中，学会交际，懂得如何去关爱他人，尊重他人；鼓励学生大胆讲英语，在学习的乐趣中学到知识。 |
方法与策略 |
3.利用小组对话，分角色扮演，朗颂比赛，家庭成员及朋友介绍，小品等多样的教学手段学习新知，激发学生学习语言的兴趣，在听说读写等方面加强学生的语言能力。 |
二、单元基本架构
| Period 1 | Period 2 | Period 3 | Period 4 |
Objective 单课时目标 | 1.学会本课的核心词汇cute, handsome, pretty, primary, junior. 2.学习并掌握核心句型： 1)He/ She was ... 2)His/Her…was/were… 3.通过师生互动与生生互动相结合等方式，学习介绍Sally的四副相片,并学习核心词汇及句型，促使学生在情景中灵活运用语言知识，在教师引导下形成对比、归纳知识的能力。
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学习单词cute , handsome, pretty |
2.设计小品，讲故事等有趣的活动来帮助学生运用句型 3.通过让学生制作图片卡片在真实的语境中运用所学，完成学生能够用简单英语介绍片内容，巩固本课的重点句型的任务。 | 1.理解字母及字母组合的发音规则如e,ee,e-e, ea, I, y。以提高他们的英语语言的准确发音。 2.学习Think and Say和Make and Write中的任务，帮助学生巩固和综合运用所学知识和技能并形成良好的用英语描述亲朋好友的能力。 3通过以复习输出的形式帮助学生提高用前几个课时所学英语描述的能力，学会用英语表述人物的过去的外貌和体征。
通过播放Learn the Sound部分视频录音，帮助学生理解字母及字母组合的发音规则如e,ee,e-e, ea, I, y。
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Topic 单课时话题 | About Sally （Look and learn ）
| Growing up (Listen and say)
| Little Justin look for his Mum ( Read a story ) Little Justin | Family Photo Album ( Think and say/Make and write/Learn and sounds) |
Content 单课时教学文本 | 1.In Photo 1,Sally was a baby. She was about two months old. She was small and cute. 2.In Photo 2,Sally was one year old. Her hair was short and her eyes were big. 3.In Photo 3,Sally was about six years old. She was a primary school student. 4.Now Sally is 14 years old. She goes to junior high school. She is tall and pretty, He hair is long.
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cute handsome pretty He was handsome. She was pretty and cute. His eyes were big. Her hair was long. | Little Justin
Justin: Mum, where are you ?
Justin: Mum? Fish: No, I’m not your mum. Your mum has four legs. She’s green and she has no tail.
Justin: Are you my mum? Turtle: NO, I’m not your mum. Your mum has a big mouth. She can catch flies.
| Think and say 1.baby/six months old 2.primary school student/11 years old 3.junior high school student/14 years old 4.pilot/22 years old Learn the sounds e→ she me e-e → these Chinese ee → bee sweet ea→ sea read I → it this list fish y→easy very happy early |
Blackboard design 板书设计 | Module1 Getting to know each other Unit1 Growing up | Module1 Getting to know each other Unit1 Growing up He was handsome. She was pretty and cute. | Module1 Getting to know each other Unit1 Growing up --Little Justin look for his Mum 1.was born in … 2.He has …/He meets…/He is… 3.Color vocaularies: Green, black… 4.the Simple Present Tense | Module1 Unit1 Growing up --Family Photo Album
In this photo, my . He /She was . His /Her .
Sounds: e/ee/ea/ y/i… |
三、单课教学设计
Period 1
Procedures | Contents | Methods | Purpose |
Pre-lesson | 欣赏歌曲《You are my friend》
| 视频播放 | 活跃课堂氛围，为后文自由讨论埋下伏笔 |
Pre-task preparation | 1.话题讨论:出示几副图片 T: In photo 1,who is he? S1: He is … T: How old was he? S1:He was | 1. 提供一些图片和词汇，将学生们谈论好的观点和看法板书到黑板上，和大家分享。 | 1.谈论歌曲中插播的一些图片，就这个话题讨论也能激发学生学习的兴趣。
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While-task procedure | 1.Listen and answer: 1)How many photos are there? 2)How was Sally when she was one year old? 2 Read and fill the blanks.
3.Watch ，read and answer: 1) How old was she in photo 3? 2) How is Sally when she is 14 years old?
| 1.播放改编后文本的录音，让学生整体感知文本内容
2.让学生默读并完成表格内容
3.观看视频并跟读，回答2个问题
| 1.通过提问，引导学生在寻找问题的过程中整体感知文本内容，对文本有一个初步的了解.并学习词汇cute.
2. 通过默读完成表格，可以让学生关注细节问题，
3.通过观看视频解决2个细节问题，通过细节梳理故事脉络，解决文本中重难点词汇,问题并巩固句型。
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Post-task activity | 1. Read ,discuss and say.
2.Discuss and think: How will Sally be when she will be 18 years old?
| 1.朗读课文并分小组讨论,并看图用自己的语言说一说.教师可以走下讲台进行指导和帮助 2.提出问题，让学生大胆思考和讨论，对问题提出自己的想法，教师将有效地，好的关键词或句板术在黑板侧边 | 1.通过小组合作，能够弥补后进生学习的不足，同时也能提升优生的领导能力，进行有效地输出。
2.通过对问题的思考和讨论，能够最大限度地拓展学生的语言组织能力和发展思维能力，同时教师的板术也能起来很好的分享意义，提升学生学习的品质，做到有意义输出。 |
Assignment | 1.跟读模仿故事。（2颗星） 2.根据板书的思维导图复述故事内容。（4颗星） 3.小练笔:通过自己的思考方式描述一下Sally将来会变成什么样子.（5颗星） （学生可以自己的实际情况，进行分层作业。） | ||
Period 2
Procedures | Contents | Methods | Purpose |
Pre-lesson | Review the numbers | Sing a song about numbers | 通过唱歌复习数字。 |
Pre-task preparation |
| Ss talk about the photos of themselves. | 学生对话介绍照片中的自己，引导学生运用I was…… My……was/were……,通过对话为本节课重点句型He/She was…… His/Her……was/were做铺垫。 |
While-task procedure | 1. Lead in.
2. Show some photos and introduce the new words.
| T: How old are you?
Show a photo of a student to the other students T: Look at her, she was 3 years old. What was she like? Ss: 她很漂亮，很可爱。 T: Yes, she was pretty and cute. Teach the new words: pretty and cute. Show a photo of a boy to the students T:Look at him, he was 6 years old. What was he like? Ss: 他很帅。 T：Yes, he was handsome. Teach the new word: handsome Read the new words after teacher.
| 通过对话导入新课growing up
通过介绍学生自己的照片导出本课的新词汇，并且在互动的过程中学习这些新词汇。
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Post-task activity | 3.Grop work
2 Let the Ss finish the table. | Ss work in pairs to introduce themselves each other, then ask some Ss to introduce their desk mate to the other students. E.g. He was 5 years old. He was handsome. His eyes were big. | 通过学生两两对话，操练本课的新词汇cute, handsome, pretty, 同时也操练了句型He/She was…… His/Her…was/were…
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Assignment | Recite SB P2 and collect some photos to compose some sentences with He/She was..His/Her..was…etc.
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Period 3
Procedures | Contents | Methods | Purpose |
Pre-lesson | 1.Sing a song 2.show some pictures about growing up | 1.let’s talk about or sing about growing up .I have black and long hair, small nose, pretty face...I am a handsome boy./ I am a beautiful girl . | 出示一些动物未成年的幻灯片，让学生现观摩一下，然后问一学关于动物的问题，这样更加有利于学生理解，起到事半功倍的效果。
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Pre-task preparation |
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| 让学生整体感知本单元的阅读课内容,让学生在第一课时所学到的词汇和句型在阅读课中再次出现而感到语言的使用的魅力. |
While-task procedure |
| Pupils read and answer : 1.He is small and black, he looks around. . 2.He has a round head and a long tail. 3She has a round head and a long tail.
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2.让学生讨论小蝌蚪找到它妈妈之后,他会觉得自己妈妈漂亮吗?自己以后漂亮吗?教师在此阅读讨论中带学生进入情感教育. |
Post-task activity |
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How does Little Justin grow？ First, Little Justin is ____and______. He is an egg. Next, he has a ___.He is a _______.Then he has four ______.Finally, he is _____.He has no_________. He is a ______
.
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Assignment |
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Period 4
Procedures | Contents | Methods | Purpose |
Pre-lesson | Revise “ listen and say” | Ss work in pairs to talk about the photos of Sally in different growth stage of age and appearance. | Ss revise the sentences: He/She was.... His/Her...was/were..... |
Pre-task preparation |
1. Greetings.
2. Warming up.
3. Look and guess.
| 1.Greeting with Ss.and show a photo of teacher in the past to the Ss.
2.Show some interesting photos of the students, and let the class guess which student it is. Then have them talk about the photos of the students in different growth stage of age and appearance. Using the language they have learned. 3.让学生猜一猜照片里是哪位同学,
| 从师生课前对话教师自己过去的照片着手,展现与本课相关的信息, 复习一般过去时的用法.
通过学生之间的对话，巩固运用之前两节课所学的内容，进一步内化本单元的主要词汇与句子。
引导他们用前两课时所学语言,就该学生以前和现在的不同照片进行外貌特征描述,锻炼一般过去时的运用和观察学生输出的情况。
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While-task procedure | 1.Learn the sounds.
2.Read a chant.
3. Show Kitty’s photo album.
4. Think and say.
5. Group work: Make a dialogue.
6.Make a family photo album | 1.From the word ‘pretty’, help students to review the letter e, i, y and the letter combinations ee, ea in the pronunciation of words. Then do the exercises in book ‘Listen and circle’ Put the words including the letters ‘e, i, y, ee, ea’ into a chant associated with growth. Have Ss try to read it.
In Photo 1, Kitty was a baby. She was a cute baby. She was about six months old.21· 4.b) Continue with Kitty’s photo album. There are some photos of her parents and her brother. Have Ss think it over, then talk in pairs. In Photo _____, ______ was a ______. She/He was about _______ old. c) Have Ss try to make a dialogue in groups according to the photos. Using the language they have learned in this unit。 5.Have Ss read a passage about Kitty’s uncle, make the students be clear of the distinguish between the past tense and the simple present tense. 6. a)Show Kitty’s family photo album and. Emphasis the description about her family members in different growth stage of age, identity, appearance and hobby. b) Encourage Ss to make their own family photo album like Kitty. And then show their work to the class. Others may make evaluation to their work.
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帮助学生复习字母e,i,y和字母组合e-e,ee,ea在单词中的发音。
希望以这种韵律感的歌谣使学生更好地感知字母在单词中的发音规律。
语言的输入
由Kitty 的相册引导学生运用所学语言介绍Kitty 的家人的年龄和职业,巩固一般过去时的运用。
进一步巩固语言。
这里的对话使学生对句型的理解与运用更加深刻。
强调语言的运用。
通过此项活动将学生的动手能力和表达能力相结合，同时锻炼了学生的自我展示能力，更好的提高学生的自信心和自豪感。
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Post-task activity |
.2. Have Ss create a new chant about their growth
| 1.Show a chant When I was young. Have Ss try to read it. 2.Have Ss to create a chant about their growth like this: When I was …, I…. And when I am …, what will I be like?
| 节奏分明的chant丰富了语言内容,生动又活泼。
此任务的设置促使学生将本单元所学语言知识与想象力相结合,自主地参与到任务的讨论中，增加参加活动的积极性。
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Assignment | Homework 1. Talk about your family photo album. Then share it with others.
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四、阅读素养评价
A
Miss Lee is only twenty-one. She is tall and thin, and she has brown, long hair. She likes children and her teaching work. From Monday to Friday she stays at school and gives the children classes. She has much work to do, but she often plays games with her students after school. The children like her very much. On Sunday she drives her car to her father’s house and stays with her father and mother. Sometimes she goes her friends on Sunday. She drives back to school on Monday morning.
She likes singing, dancing and swimming. She is a nice teacher.
根据短文的意思,选择正确的答案.
( ) 1. Miss Lee is a ______ teacher.
- Very good B. very old C. good English D. good Chinese
( ) 2. Which is right? ___________
- She has no work to do, and often plays with the children.
- She plays with the children from Monday to Friday.
- Sometimes she goes to her father’s house on Sunday.
- She walks to her mother’s house.
B
Mary is from Canada. She teaches English in China now. she know a little Chinese. She isn't free from Monday to Friday. So she often goes shopping on Saturday. Today is Saturday. Mary goes to the shop. She comes out of her car and goes into the shop. “What can I do for you?” the girl in the shop asks her in Chinese. Mary thinks she can tell the boy what she wants in Chinese. So she says in Chinese, “A quilt (被子), please.” Then the girl goes to the back of the shop. “My Chinese is not bad. The girl understands (理解) me.” She thinks. Mary is happy. Soon (不久) the girl comes back. She shows Mary a cup.
( ) 1. What's Mary?
- a student B. a doctor C. a teacher
( ) 2. What does Mary often do on Saturday?
- do some washing B. go shopping C. go to school
( ) 3. How does Mary go to the shop?
- by bus B. by train C. by car
( ) 4. What does Mary think of her Chinese?
- very good B. very bad C. very poor
( ) 5. What does the girl think Mary need?
A. a cup B. a quilt C. books
C
完型填空 A Clever Grandfather
Hall’s old grandfather lived ___1____ her and her husband. Every morning he went ___2___ a walk in the park and came home at twelve o’clock ___3____his lunch.
But one ___4____ a police car stopped outside Mrs Hall’s house at half past one, and two policemen helped ___5____ to get out. One of them said to Mrs Hall,”The poor old gentleman lost his way in the park and telephoned to ___6____ for help, so we went into a car to ___7____ him home.” Mrs Hall was very surprised, but she thanked the policemen and they left.
“ But, Grandfather,” she then said ,“you go to that park nearly every day for twenty years. How did you lose your ___8___ there?” The old man smiled, closed one eye and said, “I didn’t quite lose my way. I just got ___9__ and I didn’t want to __10____ home!”
( ) 1. A. and B. of C. With
( ) 2. A. with B. for C. of
( ) 3. A. for B. at C. with
( ) 4. A. morning B. afternoon C. evening
( ) 5. A. her husband B. her grandfather C. her
( ) 6. A. them B. we C. us
( ) 7. A. take B. bring C.. give
( ) 8. A. way B. key C. home
( ) 9. A. happy B. sad C. tired
( ) 10. A. go B. walk C. run
D
Read and answer
Hello. I’m Meg. I’m 12 years old. I’m a primary school student. I’m tall and thin, but I was short and fat when I was 8 years old. I’m growing up. I have a brother and a sister. My brother is 9 and my sister is only 4 years old. My brother has big eyes, but his nose is small. My sister’s eyes are big,too. Her hair is long, she is very cute. I like hamburgers and salad. My brother likes tomatoes and my sister likes ice cream. We have a small sports collection. We all like tennis.
Questions:
1. How old is Meg’s brother?
2. Is Meg a middle school student?
3. What did Meg look like before?
4. What sport do they like?
设计要求：
1. 建议选取的阅读内容与单元主题、单课时话题相关，根据学生的特点，为不同层次的学生选择不同的阅读材料，鼓励选取故事、对话、诗歌等不同形式的阅读材料，避免因为阅读材料太难而降低学生学习英语的兴趣；
2. 建议老师参考国外原版阅读材料、绘本等资源，语篇语言尽可能地道；
3. 在提供阅读体验的同时注重阅读习惯的培养，建议老师对阅读能力的考查设计不同类型的题型，对阅读理解类型提供做题方法和技巧的指导。
五、推荐阅读
1.下载英语绘本APP(例如：童言童言、VIPkid)
2. 观看短片电影Grow up. 迪士尼英语
3.读牛津英语的配套绘本阅读。
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